Difficulty recalling previously learned material upon demand, with short and long term memory problems.
| Symptoms | Strategies |
|---|---|
| Lags in memory of hearing you; seems unaware of what is happening; asks you to repeat. Will have difficulty recalling the sequence of the directions. | – Have student repeat oral directions in sequence or tell you in his/her own words what is to be done. – Maintain eye contact while giving directions.Write assignments as well as speak them.Explain in clear, concise language. – Write key words on chalkboard or overhead projector when giving a series of directions. |
| Doesn’t remember homework assignments given orally; has difficulty getting all assignments recorded accurately. | – Assign buddy to help record assignments.Record assignments in the same place at the beginning of class. – Have an assignment book and help student organize it; check it daily. – Teach student to carry a notepad to write down important messages. (Use post it notes) |
| Has difficulty understanding vocabulary or recalling new vocabulary. | – Explain in simple, concrete words. – Use graphics, role playing to reinforce meaning. – Begin to stress comparison of words; i.e., how words are alike in meaning or how they compare to words of a similar meaning. |
| Has trouble memorizing common sequences such as the alphabet or months of the year. Will have trouble recalling phone numbers or zip codes. | – Use mnemonics, rhyming, and patterns. – Include body movement multisensory activity. Use visual charts. |
| Exhibits mild speech irregularities, forgets correct pronunciation of certain words. Because he/she can’t remember the sequence of sounds, he/she will transpose syllables (may also involve motor planning). | – Give student extra time to respond to oral questions. – It takes him/her longer to process and organize an answer. – Be patient.Provide a model of clear, distinct speech. |